Muutke küpsiste eelistusi

E-raamat: Cognition In Children

(University of Cambridge, UK)
Teised raamatud teemal:
  • Formaat - PDF+DRM
  • Hind: 58,50 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
Cognition In ChildrenSuurem pilt
Teised raamatud teemal:

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

This textbook aims to provide a selective, but representative, review of work in cognitive development, grouped around themes that are familiar from textbooks of adult cognition. The book focuses on the question of what develops, rather than on why it develops. The findings of a given experimental study what develops are generally fixed, but the interpretation of what particular findings mean why is fluid. Some of the experiments discussed in this book have alternative explanations, and every student interested in children's cognition is invited to develop their own ideas about what different studies mean.

Arvustused

'This is an excellent book. There have really been no adequate treatments of cognition in children, certainly none that I would consider using to aid my own teaching. This bool should deservedly fill this suprising gap in the market. The book is well written, almost invariably clear, well researched and even enjoyable. I whole hartedly endorse it and can easily imagine it becoming the standard text on many first year cognitive development courses.' - James Blair, University College London

'This is a textbook for beginning students written with a clear and pedagogical style, with a good selection of recent studies in the field and one of the first to incorporate as a guiding framework the dichotomy, not only between nativist and empiricist accounts of cognitive development, but also between domain-general and domain-specific views. A useful tool for teaching cognitive development.' - Review in anuario de psicologia 30 (30) 1999

'I found Cognition in Children enjoyable and thought-provoking. It covers a large amount of material in an exceptionally clear way.' - Adina R. Lew, University of Wales

Acknowledgements vi
Series preface xiii
Foreword xv
The ``what'' and ``why'' of children's cognition xv
Domain-general vs. domain-specific accounts of cognition in children xvi
The causal bias xvii
Innate vs. acquired accounts of cognition in children xviii
Qualitative vs. quantitative accounts of developmental change xix
Piaget's stage theory xix
The organisation of this book xxi
Cognition in infancy: Basic cognitive processes
1(24)
Memory and learning
1(8)
Neonate memory for the mother's voice
2(1)
Neonate memory for familiar stories
2(1)
Memory for objects
3(2)
Memory for events
5(1)
Memory for causal events
6(3)
Procedural vs. declarative memories?
9(1)
Perception and attention
9(9)
Attention in infancy
10(2)
Visual preference and habituation
12(2)
Rudimentary categorisation
14(1)
Cross-modal perception in infancy
15(3)
Links between measures of early learning, memory, perception, attention, and later intelligence
18(4)
Speed of habituation and individual differences
18(2)
Visual recognition memory and individual differences
20(2)
Summary
22(3)
Cognition in infancy: Higher cognitive processes
25(48)
Moving into cognition: Perception-based knowledge representations
25(28)
Representing the structure of object features: The extraction of prototypes
25(1)
Processing inter-relations between features: The differentiation of prototypes
26(5)
Processing relations between objects
31(22)
Moving further into cognition: Meaning-based knowledge representations
53(3)
Image schemas
54(1)
Specialised modules for certain information?
55(1)
Reasoning and problem solving
56(4)
The bear in the cup
57(1)
The dog beneath the cloth
58(1)
The rabbits behind the wall
58(2)
The box suspended in mid-air
60(1)
Learning
60(6)
Learning by imitation
61(3)
Learning by analogy
64(2)
What babies can't do
66(4)
Search errors in reaching
66(2)
Search errors in crawling
68(2)
Summary
70(3)
Conceptual development
73(44)
Superordinate, subordinate, and ``basic-level'' categories
73(11)
The core developmental role of the ``basic level''
74(1)
Sequential touching as a measure of basic-level categorisation
75(2)
The matching-to-sample task
77(1)
The core developmental role of the superordinate level?
78(2)
Child-basic categories vs. adult-basic categories
80(1)
Beyond the role of perceptual similarity in categorisation
81(3)
The role of language in conceptual development
84(2)
The biological/non-biological distinction
86(16)
Evidence from studies of biological movement
87(2)
Evidence from knowledge of self-generated movements
89(1)
Evidence from the assumption of shared core properties
90(2)
Concrete or abstract knowledge?
92(2)
Structure vs. function in categorising natural kinds and artifacts
94(1)
Evidence from studies of growth
95(2)
Analogy as a mechanism for understanding biological principles
97(1)
Evidence from studies of inheritance
98(3)
Evidence from studies of natural cause
101(1)
The representation of categorical knowledge
102(7)
The role of thematic relations in organising conceptual knowledge
102(2)
Representing categories in terms of characteristic vs. defining features
104(1)
Representing categories in terms of prototypes
105(4)
Conceptual development, ``essences'' and naive theories
109(2)
The essentialist bias
110(1)
The ``causes and effects of changes'' mode
110(1)
Conceptual change in childhood
111(2)
Summary
113(4)
The development of causal reasoning
117(44)
Reasoning about causes and effects
118(5)
Reasoning about the causal transformations of familiar objects
119(2)
Reversible reasoning about causal transformations of familiar objects
121(1)
The salience of non-canonical states in early causal reasoning
122(1)
Reasoning on the basis of causal principles
123(7)
The priority principle
124(2)
The covariation principle
126(1)
The temporal contiguity principle
127(1)
The principle of the similarity of causes and effects
128(2)
The understanding of causal chains
130(7)
The understanding of mediate transmission
131(2)
The understanding of logical search
133(4)
Scientific reasoning: The understanding of situations involving multiple causal variables
137(5)
Integrating causal information about different physical dimensions
142(9)
The integration of knowledge about two dimensions
142(8)
The integration of knowledge about three dimensions
150(1)
Intuitive physics
151(6)
Intuitive physics and projectile motion
152(2)
The distinction between knowledge and action
154(1)
Causal reasoning and the direction of causality
155(2)
Summary
157(1)
Is the development of causal reasoning domain-general?
158(3)
The development of memory
161(38)
Early memory development
162(5)
Infantile amnesia: A real phenomenon?
162(2)
Understanding symbolic representation as an aid to memory
164(3)
The development of different memory systems
167(30)
Recognition memory
167(2)
Implicit memory
169(5)
Episodic memory
174(5)
Eye-witness memory
179(6)
Working memory
185(12)
Summary
197(2)
Mnemonic strategies, metamemory and cognition
199(22)
The development of strategies for remembering
199(7)
The emergent use of mnemonic strategies
199(2)
Evidence for the strategic use of rehearsal
201(2)
Evidence for the strategic use of organisation by semantic category
203(3)
Metamemory
206(3)
The relationship between memory development and cognitive development
209(9)
The novice-expert distinction
210(4)
The development of processing capacity
214(1)
Representational redescription as a theory of cognitive development
215(3)
Summary
218(3)
Logical reasoning in childhood
221(38)
Early-developing modes of logical reasoning
221(13)
Reasoning by analogy
221(6)
Deductive logic and deductive reasoning
227(7)
Later-developing modes of logical reasoning
234(20)
Transitive inferences
234(7)
The understanding of invariance
241(8)
Class inclusion
249(5)
Halford's structure-mapping theory of logical development
254(2)
Summary
256(3)
Piaget's theory of logical development
259(22)
Overview of the theory
259(2)
The mechanisms of cognitive change
259(1)
Stages in cognitive development
260(1)
The sensory-motor stage
261(8)
The six stages of sensory-motor cognition
261(2)
Sensory-motor cognition in different domains
263(3)
Evaluation of Piaget's sensory-motor stage in the light of recent research
266(3)
The pre-operational and concrete operational stages
269(4)
Pre-operational thought
270(1)
Concrete operational thought
271(1)
Evaluation of recent research on the concrete operations
271(2)
Formal operational thought
273(4)
Formal operational tasks
274(2)
Evaluation of recent research on the formal operations
276(1)
Summary
277(4)
The ``what'' and ``why'' of children's cognition
281(14)
What develops?
281(2)
Why does development pursue its observed course?
283(8)
Domain-general vs. domain-specific accounts of cognition in children
283(2)
Innate vs. acquired accounts of cognition in children
285(3)
Qualitative vs. quantitative accounts of developmental change
288(3)
The causal bias
291(4)
References 295(22)
Author index 317(8)
Subject index 325


Usha Goswami
Lisainfo e-raamatute kohta Lisainfo e-raamatute kohta
Püsilink: https://www.kriso.ee/db/97813177746552e.html
Märksõnad: